教育学教材体例的反思与重构——基于“学习”的视角

Reflection and Reconstruction of the Style of Pedagogy Teaching Materials:From the Perspective of“Learning”

教育学作为师范院校的一门公共课程,开设历史悠久,对提升师范生的教育理论素养和实践技能发挥了重要作用。然而从学科的学理逻辑角度看,这门课程的教材所反映的学理却存在主题构成相似、目次顺序各异,篇章数量悬殊、主题时分时合,概念表述各异、界定时有时无等问题。究其原因,在于没有找准“学习”这个逻辑起点。上述问题带来了诸多消极影响。由此,需要在确立将学习作为逻辑起点的前提下,从逻辑起点出发去推衍、生成教育学教材的基本要素、范畴及其逻辑关系,从而建构出具有学理逻辑支撑的教育学范式。同时,从逻辑起点出发的探索,还可以回答教育学的学科地位、专业人才培养等理论与实践的问题。

Pedagogy curriculum has a long history and profound academic accumulation,which contributes to the improvement of pedagogy theoretical accomplishment and practical skills of normal university students.However,generally speaking,the pedagogy theories in the teaching materials of this course have some problems,such as the repetitive constitution of theme and sundry order of contents,disparate numbers of chapters and non-uniform themes,disagreement in conceptual expression,and sporadic definition,and so on.The reason is that it did not find the logical starting point-“learning”.The above problems have brought many negative effects So on the premise of establishing learning as the logical starting point,it is necessary to deduce and generate its basic elements,categories,and logical relations from the logical starting point,so as to construct a pedagogical paradigm supported by the theoretical logic.At the same time,the exploration from the logical starting point can also answer the questions on the pedagogy discipline status,professional talent training,and other theoretical and practical issues.